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1968 - Eine Wahrnehmungsrevolution? Horizont-Verschiebungen des Politischen in den 1960er und 1970er Jahren

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Book Series: Zeitgeschichte im Gespräch ISSN: 2190-2062 ISBN: 9783486752557 Year: Volume: 16 Pages: 138 DOI: 10.1524/9783486752557 Language: German
Publisher: De Gruyter
Subject: Political Science --- History
Added to DOAB on : 2018-03-02 14:22:30
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Was the 1968 movement a cultural success but a political failure? The six studies compiled in this volume probe the structural changes and shifting boundaries of political life in the 1960s and 1970s to assess the impact of the 1968 movement. Among other phenomena, they examine the theater as a potential medium for staging politics, and television as a vehicle in social protest.

Students at Risk of School Failure

Authors: ---
Book Series: Frontiers Research Topics ISSN: 16648714 ISBN: 9782889455911 Year: Pages: 594 DOI: 10.3389/978-2-88945-591-1 Language: English
Publisher: Frontiers Media SA
Subject: Science (General) --- Psychology
Added to DOAB on : 2019-01-23 14:53:43
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The main objective of this Research Topic is to determine the conditions that place students at risk of school failure, identifying student and context variables.In spite of the fact that there is currently little doubt about how one learns and how to teach, in some countries of the “developed world,” there is still there is a high rate of school failure. Although the term “school failure” is a very complex construct, insofar as its causes, consequences, and development, from the field of educational psychology, the construct “student engagement” has recently gained special interest in an attempt to deal with the serious problem of school failure. School engagement builds on the anatomy of the students’ involvement in school and describes their feelings, behaviors, and thoughts about their school experiences. So, engagement is an important component of students’ school experience, with a close relationship to achievement and school failure. Children who self-set academic goals, attend school regularly and on time, behave well in class, complete their homework, and study at home are likely to interact adequately with the school social and physical environments and perform well in school. In contrast, children who miss school are more likely to display disruptive behaviors in class, miss homework frequently, exhibit violent behaviors on the playground, fail subjects, be retained and, if the behaviors persist, quit school. Moreover, engagement should also be considered as an important school outcome, eliciting more or less supportive reactions from educators. For example, children who display school-engaged behaviors are likely to receive motivational and instructional support from their teachers. The opposite may also be true. But what makes student engage more or less? The relevant literature indicates that personal variables (e.g., sensory, motor, neurodevelopmental, cognitive, motivational, emotional, behavior problems, learning difficulties, addictions), social and/or cultural variables (e.g., negative family conditions, child abuse, cultural deprivation, ethnic conditions, immigration), or school variables (e.g., coexistence at school, bullying, cyberbullying) may concurrently hinder engagement, preventing the student from acquiring the learnings in the same conditions as the rest of the classmates.

Teacher Thinking & Professional Action

Authors: ---
ISBN: 9780203012505 9780415362238 9781138983625 9781134232307 9781134232291 9781134232253 Year: DOI: 10.4324/9780203012505 Language: English
Publisher: Taylor & Francis
Subject: Education
Added to DOAB on : 2019-11-08 11:21:10
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Over the past twenty years the International Study Association on Teachers and Teaching (ISATT) has become world-renowned as an organisation dedicated to the discussion of current thinking in educational policy and practice. As such, the ideas aired at ISATT conferences are of the greatest significance to today's educational practitioners. This book satisfies the demand for a lasting record of ISATT's illuminating discussions on the theme. It is based on a selection of papers presented at their third bi-annual conference and has been updated by each contributor to include their current thoughts and opinions. Containing nineteen articles, each an in-depth examination of the topic, it is divided into four sections: conceptual frames for teacher thought and action methods and approaches to the study of teacher though and action teacher judgment and evaluation of students teacher thinking and teacher education. Broad in theme, international in scope and detailed this book is essential and enlightening reading for anyone with a serious interest in the ongoing development of educational thought.

Professional Values and Practice

Authors: --- ---
ISBN: 9780203580530 9780415317269 9780415317276 9781134371464 9781134371457 9781134371419 Year: DOI: 10.4324/9780203580530 Language: English
Publisher: Taylor & Francis
Subject: Education
Added to DOAB on : 2019-11-08 11:21:14
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The professional code of the General Teaching Council lists eight new standards, each of them analysed here in detail using questions and activities to describe what trainee teachers need to know, understand and demonstrate as they work towards Qualified Teacher Status. Each of the eight standards cover the following issues: expectations, diversity and achievement personal and professional values values in the classroom values, rights and responsibilities in the wider community the community of the school professional relationships personal and professional development professional responsibility. This practical and jargon-free guide features an extensive range of examples and suggestions for further reading, designed to help those in their early professional development.

Keywords

student --- teacher --- education --- initial --- hay --- mcber --- advanced --- skills --- teachers --- loco

Power to Teach

Author:
Book Series: Woburn Education Series ISBN: 9780203507285 9780713002270 9780713040470 9781135783815 9781135783808 9781135783761 Year: DOI: 10.4324/9780203507285 Language: English
Publisher: Taylor & Francis
Subject: Education
Added to DOAB on : 2019-11-08 11:21:15
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This book illustrates hitherto unexamined connections between the present state of teacher education in the UK and past models of practice. It locates contemporary debates within ongoing historical tensions over what constitutes a sound and proper start to a career in teaching. Questions as to the constituents of a professional training, the essential skills, knowledge and attitudes desired of an effective teacher, the most suitable locus of expertise, the relative roles of participants, and the balance of theory and practice lie at the heart of this book. The book reviews apprenticeship and teach-exemplar models of training, expert-novice relationships, model and demonstration teaching, school-based practice and the elaboration of core pedagogical principles in educational debate and research. These developments are assessed against recent initiatives in ITT, such as partnership models of ITT, school-based mentoring, advanced skills teaching, training schools, a standards-driven model of assessment for student teachers and models of effective teaching. Central to the book is the concept of the power to teach. By reclaiming this notion, the book offers challenging new perspectives on current policy and practice in teacher education today and adds to existing histories of teacher training of the past.

Keywords

training --- college --- student --- teacher --- trainers --- institutions --- pupil --- system --- catherine --- dodd

Men and the Classroom

Authors: --- --- ---
ISBN: 9780203420300 9780415335683 9780415335690 9781134308538 9781134308521 9781134308484 Year: DOI: 10.4324/9780203420300 Language: English
Publisher: Taylor & Francis
Subject: Education
Added to DOAB on : 2019-11-08 11:21:18
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The teaching of young children has long been dominated by women. This global phenomenon is firmly rooted in issues related to economic development, urbanization, the position of women in society, cultural definitions of masculinity and the values of children and childcare. Yet, amongst the media scare stories and moral panics about underachieving boys, there are surprisingly few empirically-supported answers to vital questions such as: Is the feminisation of teaching really a problem? How is the relationship of gender and teaching considered within a framework of feminist theory? What are the perceptions of students of teaching, in comparison to other professions? Why are so few men attracted to teaching? Can more men be attracted into the classroom? The authors of this groundbreaking book have undertaken the largest, most in-depth study ever carried out on this topic, in order to assess both teachers and students' views across primary education.

Keywords

primary --- teaching --- school --- leavers --- female --- student --- teachers --- teacher --- male --- gender

Self-Directed Learning for the 21st Century

Authors: --- --- --- --- et al.
Book Series: NWU Self-directed Learning Series ISBN: 9781928396888 Year: Pages: 470 DOI: 10.4102/aosis.2019.BK134 Language: English
Publisher: AOSIS
Subject: Education
Added to DOAB on : 2020-05-13 04:45:38
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This book is devoted to scholarship in the field of self-directed learning in the 21st century, with specific reference to higher education. The target audience of the book includes scholars in the field of self-directed learning and higher education. The book contributes to the discourse on the quality of education in the 21st century and adds to the body of scholarship in terms of self-directed learning, and specifically its role in higher education. Although all the chapters in the book directly address self-directed learning, the different foci and viewpoints raised make the book a rich knowledge bank of work on self-directed learning.

The Student Voice in Higher Education and the Implications of Promoting Faculty Development (Book chapter)

Book title: Employability & Competences

Author:
Book Series: Studies on Adult Learning and Education ISSN: 27045781 ISBN: 9788864536729 Year: Volume: 8 DOI: 10.36253/978-88-6453-672-9.09
Publisher: Firenze University Press
Subject: Education
Added to DOAB on : 2020-11-26 10:21:35
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This chapter presents a literature overview of the student voice in higher education, the main results from a three-year research project conducted at five Italian universities with the aim of investigating students’ voices in higher education and how they offer insight into fostering Faculty Development

Whose History? Engaging History Students through Historical Fiction

Author:
ISBN: 9781922064509 Year: Pages: 280 DOI: 10.20851/whose-history Language: English
Publisher: University of Adelaide Press
Subject: Education
Added to DOAB on : 2013-07-29 04:43:56
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Whose History? aims to illustrate how historical novels and their related genres may be used as an engaging teacher/learning strategy for student teachers in pre-service teacher education courses. It does not argue all teaching of History curriculum in pre-service units should be based on the use of historical novels as a stimulus, nor does it argue for a particular percentage of the use of historical novels in such courses. It simply seeks to argue the case for this particular approach, leaving the extent of the use of historical novels used in History curriculum units to the professional expertise of the lecturers responsible for the units.

What Is the Role for Effective Pedagogy In Contemporary Higher Education?

Authors: --- --- ---
Book Series: Frontiers Research Topics ISSN: 16648714 ISBN: 9782889455898 Year: Pages: 101 DOI: 10.3389/978-2-88945-589-8 Language: English
Publisher: Frontiers Media SA
Subject: Science (General) --- Education --- Psychology
Added to DOAB on : 2019-01-23 14:53:43
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The number of students entering into Higher Education (HE) continues to grow and as such the sector now stands at the threshold of a major shift in its philosophy. No longer does the academic prerogative belong to a generation who valued learning for the sake of enlightenment. Many contemporary undergraduate students enter their programmes of study with a primary desire to improve their position on the subsequent employability market. Universities have been quick to meet this need and institutional offerings have followed suit, enabling students to gain experience in a range of additional and subsidiary programmes that focus on the provision of 'value added' benefits. Here, students are encouraged to develop expertise in a range of topics from entrepreneurship and enterprise to intellectual property and even leadership skills. The first round of casualties that fall victim to such a shift are those programmes of study embedded within the humanities. As is evidenced by the falling numbers of enrolling students, the incoming cohort is less likely now to engage with such programmes, while participation in programmes that have a clear employability component has never been so high. To ensure that the HE sector continues to enable graduates to become effective citizens who contribute to the betterment of society a range of general questions need to be addressed. What does it mean to be an ‘authentic' university in the modern era? What are the real student expectations of HE and how are education providers framing and meeting these expectations? Is a new breed of academic leadership needed that will both meet the expectations of the students and guide the aspirations of academic staff? Finally, do we need an opportunity to reflect on the effective design and delivery of curriculum? Should the undergraduate student body play more of a role in the design of the curriculum or should the undergraduate student body play more of a role in the design of the curriculum or should they remain the recipients of a programme that has been designed by subject specialists? The scope of this book is wide but it brings the design and delivery of higher education programmes under the empirical gaze of educational psychology. That is to say, all chapters centre on the impact of higher educational programmes on the student-teacher relationship, student learning, achievement and identity. It is therefore crucial to explore the psychological impact of higher education institutions and how these can then be used to inform innovative educational practice and policy.

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